An exploration of young adolescents' social achievement goals and social adjustment in middle school

By Allison M. Ryan, S. Shim. 2008

239 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8789d3e4705036dc5220b893b931bed41a2e69b6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, background): “…within but also beyond the achievement domain, have found moderate and sometimes even high positive correlations between approach and avoidance goal variables (see especially, work on social goals: Elliot, Gable, & Mapes, 2006; Gable, 2006; Mouratidis & Sideridis, 2009; Ryan & Shim, 2006, 2008).”
A 3 × 2 achievement goal model (2011, background): “Valence is clearly relevant to each (see Ryan & Shim, 2006, 2008), thus the most advanced manifestations of these models would be the 2 2 development– demonstration model and the 3 2 standards model.”
Striving for social dominance over peers: The implications for academic adjustment during early adolescence. (2008, background): “Students may try to improve their social skills and relationships relative to their own past experiences (ie, a social development goal), or students may try to be better compared with others (ie, a social demonstration–approach goal; see Dweck & Leggett, 1988; Ryan & Shim, 2006a, 2006b).”
The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, result): “…in the present research differs from that of Ryan and Shim (2006, 2008) in that social and achievement goals were examined separately (and in interaction), whereas Ryan and Shim (2006, 2008) examined social and competence goals together within the same construct (i.e., “social achievement goals”).”
Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis (2015, methodology): “Smith et al. (2012) criticized the between-study approach employed in that meta-analysis (Ttofi & Farrington, 2011).”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “…goals (e.g., avoidance-based goals; see Gillet et al., 2015), non SDTderived reasons (e.g., achievement motives, Elliot, 1999; social motivation, Ryan & Shim, 2008; competition, Murayama & Elliot, 2012), unusual goal complexes (e.g., formed upon the adoption of maladaptive goals and adaptive…”
The interaction between social goals and self-construal on achievement motivation (2013, background): “Recently, a group of researchers investigated social achievement goals that refer to students’ orientations toward the attainment of social competence (Gable, 2006; Horst, Finnery, & Barron, 2007; Roussel, Elliot & Feltman, 2011; Ryan & Shim, 2006, 2008).”
How Other-Oriented Perfectionism Differs from Self-Oriented and Socially Prescribed Perfectionism (2013, methodology): “Social Goals To measure social goals, I used the same measures that Shim and Fletcher (2012) used examining social content and social achievement goals.”